An Industrial Engineering Body Of Knowledge?
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Industrial Engineering
- Page Count
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11
- Page Numbers
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12.211.1 - 12.211.11
- DOI
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10.18260/1-2--2517
- Permanent URL
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https://peer.asee.org/2517
- Download Count
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2434
Paper Authors
Jessica Matson Tennessee Technological University
Jessica Matson is a Professor of Industrial Engineering at Tennessee Technological University. She received her BS from Mississippi State University and her MS and PhD from the Georgia Institute of Technology, all in industrial engineering. She has previously served on the faculty of Mississippi State University and the University of Alabama and as IE department chair at Tennessee Tech. She is a registered PE and an ABET evaluator.
Jacqueline Mozrall Rochester Institute of Technology
Jacqueline Reynolds Mozrall, Ph.D. is Department Head in Industrial and Systems Engineering at Rochester Institute of Technology (RIT). She has a keen interest in undergraduate education and is an IE program evaluator for ABET. She has also been involved in the coordination of a multi-disciplinary senior design experience for undergraduate engineering students and Women in Engineering Center activities at RIT.
Diane Schaub University of Florida
Dr. Diane Schaub is a faculty member in the Industrial and Systems Engineering department at the University of Florida (UF). She is the Director of the UF Industrial Assessment Center, funded by the US Department of Energy, and also serves as her department’s Undergraduate Coordinator and IIE Faculty advisor. She has numerous professional certifications in the energy and quality management areas.
Patrick Patterson Iowa State University
Patrick Patterson serves as chair of the Department of Industrial Engineering at Texas Tech University. His research and teaching interests include interaction design, cognitive ergonomics, and user-centered product design. He has extensive experience in developing and adapting devices for individuals with disabilities and for the aging population. He has developed courses and training packages that use distance learning, streaming video, and interactive distance team collaboration.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
An Industrial Engineering Body of Knowledge?
Abstract
Civil engineers have a defined Body of Knowledge. Mechanical engineering currently has a Body of Knowledge task force focused on the future of mechanical engineering education. Can we agree on an industrial engineering Body of Knowledge, or at least agree on outcomes that distinguish industrial engineering (IE) from other engineering disciplines? The ABET program criteria for industrial engineering state only that “The program must demonstrate that graduates have the ability to design, develop, implement, and improve integrated systems that include people, materials, information, equipment, and energy. The program must include in-depth instruction to accomplish the integration of systems using appropriate analytical, computational, and experimental practices.”
Other than the requirement for systems integration involving people, material, information, equipment, and energy, nothing distinguishes the IE program criteria from the general criteria specified for all engineers.
This paper reports the results of a study of the program educational objectives, outcomes, and curricula used by IE (or similarly named) programs in their ABET continuous improvement plan. The objective of the study was to identify outcomes common to industrial engineering programs that distinguish industrial engineering from other engineering disciplines.
Introduction
Some engineering disciplines have a defined Body of Knowledge (BOK). The Civil Engineering Body of Knowledge for the 21st Century1, perhaps the most noted BOK, adds four outcomes to the eleven outcomes (Criterion 3 - a through k)2 currently required for engineering accreditation by the Accreditation Board for Engineering and Technology. Table 1 lists those additional outcomes, which are viewed as “broadening and deepening”1 current ABET outcomes.
Table 1. New Civil Engineering BOK Outcomes Outcome Statement: The 21st century civil engineer must demonstrate1: Criterion . 3, a-k . (1 – 11) . 12. An ability to apply knowledge in a specialized area related to civil engineering. 13. An understanding of the elements of project management, construction, and asset management. 14. An understanding of business and public policy and administration fundamentals. 15. An understanding of the role of the leader and leadership principles and attitudes.
The topics in Outcomes 13 through 15 in Table 1 are discussed extensively as requirements engineers of the future in Educating the Engineer of 20202. The Body of Knowledge Committee
Matson, J., & Mozrall, J., & Schaub, D., & Patterson, P. (2007, June), An Industrial Engineering Body Of Knowledge? Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2517
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